What are the emerging trends and opportunities for faculty development in the context of quality assurance?

I have taught graduate classes almost exclusively online since 2015. I also studied on-line teaching. From my perspective, online and blended (either face-to-face or virtual) can be very valuable for busy professionals. However, it takes thoughtful planning to keep students engaged and feeling connected. You cannot just take a face-to-face course and expect it to work online. Faculty Development is critical to becoming educated in what works best in this space. It is critical that faculty learn different modes of interacting with students.

In online and hybrid teaching, instructors can use digital assessment tools to monitor students' progress in a more detailed and continuous way. This allows you to adjust teaching according to individual student needs and provide more immediate feedback, promoting more effective learning. Additionally, collecting assessment data over time can provide valuable insights into course performance and help inform decisions for improvements in content and pedagogical approach. Teaching, quality and data go together.

Acredito que realizar avalia??es diagnósticas possibilita a escola a ouvir os alunos de forma mais ativa e avan?ar em metodologias mais atuais de ensino, bem como em temas específicos de maior interesse tanto para alunos quanto para os contextos atuais. Olhar para a diversidade também é de suma importancia, pois cada aluno aprende de uma maneira e é necessário diversificar as formas de aprendizagens que há dentro das salas de aula. Nesse sentido acredito que as metodologias ativas colocam o estudante como centro do processo, tornando o ensino mais dinamico, participativo e atual.

Online learning and teaching came a long way during and after Covid-19 pandemic. As I played a critical role at both ends, as a learner and also as a faculty for few dozen programs, my understanding in terms of quality is MIX. I have found that online learning is not only about delivery of session, but also involve large amount of efforts in content creation, hardware and software support, authentication, engagement and other technical expertise. Quality also become a critical concern when course/topic is general, new untrained so called Internet Influencer Community, pick similar topics and repeat similar yet diluted info for creation of content, hence reducing the quality of learning. The same actually reduces the cost for students.

One of the key emerging themes in the scholarship of teaching and learning is around the personalisation of student learning. A student-centred approach precedes the ability to personalise learning. As an educator, I have found it useful to lean into student interests and preferences by observing and reflecting on their behaviours in active learning contexts. I cannot emphasise more the value of student-centred approaches and active learning in the higher education context.

Personalizing learning can increase student engagement and make the educational process more relevant and meaningful for each student, thus generating greater value in the learning experience. With a pinch of gamification to make the experience more challenging.

Two critical domains where both learners and faculty have made significant strides are the utilization of the case study method and the implementation of experiential learning. I have observed firsthand that students become significantly more engaged when exposed to simulation games, comprehensive case studies, and immersive projects. However, a notable concern lies in the development of faculty expertise in crafting, producing, and effectively utilizing these educational tools to attain the intended learning objectives. Therefore, it is imperative to invest in faculty capacity building to ensure that these innovative educational methods are leveraged optimally to enhance the overall educational experience.

Over the years of my teaching career, I have noticed a ever evolving landscape of education, faculty development and that it stands at the crossroads of innovation and quality assurance. Emerging trends reveal a growing emphasis on nurturing not only the technical skills of educators but also their self-awareness, spiritual depth, understanding of the psychology of learning through experiential learning! Faculty, are essential in guiding learners on a transformative journey. We must invest in their capacity building, focusing on self-awareness and spiritual development. Infusing these elements into their pedagogical approach, we empower educators.This not only fosters the holistic growth (inclusion) but also produces better leaders!

Absolutely, the emphasis on diversity and inclusion in higher education is not just a trend but a necessity. Recognizing and celebrating the uniqueness of each learner and faculty member is crucial for creating a truly enriching educational experience. Faculty development plays a pivotal role in equipping instructors with the skills to foster cultural competence and inclusivity. It's heartening to see academia actively working towards equity, access, and social justice in education. Let's continue to embrace these values to make education more meaningful and accessible for all. #DiversityandInclusion #HigherEducation #EquityInEducation ??????

A case for diversity and inclusion has been made and generally accepted. The conversation now needs to move beyond recognising diversity and inclusion to practically responding to diversity through inclusive teaching and learning practices. This starts with rethinking our most basic 'routine practices to rethinking overall curricula and institutional policy.

Valuing diversity and inclusion, promoting respect for different identities and needs is the basis. It's the minimum. Teacher training should help teachers develop cultural competence, sensitivity and inclusive practices, contributing to more equitable and relevant teaching.

Engaging students and faculty in collaborative teaching and learning projects is a great way to move Quality initiatives forward. The SoTL research framework focuses on both faculty inputs and student engagement and learning outputs, and especially encourages both groups to reflect on what they did to elicit or achieve key results. In my experience, students don’t have an inherent sense of how the teaching and learning process works, so when they are invited to be part of the process, they need explicit information about what their role is and how their engagement in the course (which has specific course requirements) may be distinct from their engagement in the research (which has surveys or reflections that may be optional). FD can help.

Teaching scholarships play a fundamental role in expanding access to higher education. They provide opportunities for students from different backgrounds, contributing to diversity and inclusion, enriching the academic community and promoting a more equitable society.

Faculty members needs to understand the importance of utilization of student's knowledge and expertise in the field of their employment. Industry experts always complain that the level of learning, knowledge and exposure of students coming out of higher education institute is always far below expectations. Faculty members need continuous support and resources to adapt to evolving pedagogical methods, incorporate new technologies, and embrace latest knowledge in their field. This proactive approach empowers educators to be catalysts for positive change, ultimately enhancing the quality and impact of higher education.

There is so much changing in various industries and faculty are working diligently to stay abreast of these changes - especially with technology. FD can help faculty reflect on what they are reading and learning from trade publications to consider how to bring new ideas, methods, and strategies into their active learning classrooms. Really good FD can help faculty “workshop” new ways of incorporating industry changes into student learning.